Pick a Bookmark Collection or Course ePortfolio to put this material in or scroll to the bottom to create a new Bookmark Collection

Name the Bookmark Collection to represent the materials you will add

Describe the Bookmark Collection so other MERLOT users will know what it contains and if it has value for their work or teaching. Other users can copy your Bookmark Collection to their own profile and modify it to save time

Edit the information about the material in this {0}

Submitting Bookmarks...

Select this link to open drop down to add material Diseño de Guia para la Planificación de una Clase to your Bookmark Collection or Course ePortfolio

Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material Diseño de Guia para la Planificación de una Clase

Select this link to open drop down to add material Diseño de Guia para la Planificación de una Clase to your Bookmark Collection or Course ePortfolio

Stephanie discusses what learning styles are, how they impact a student’s ability to learn and why it is important for...
see more

Stephanie discusses what learning styles are, how they impact a student’s ability to learn and why it is important for faculty to understand the learning styles of your students. In her teaching she exposes students to many different styles and has them reflect on each to determine which ones work best for them. She discusses the impact faculty bias toward the learning style in which they personally were successful can have on the students and encourages faculty to try teaching in a learning style that differs from their preferred one. She encourages the students and other instructors to explore and take risks with their teaching. Stephanie has found that if the learning is planned and explicitly explained to the students as part of the learning objectives for the course it is more readily accepted by the students. One teaching approach that she describes in detail is the mobile, post-draft outline. Stephanie is joined by Nancy Wozniak, a learning architect within the TLT Faculty Center, who discusses why it is important that faculty and students understand their own preferred learning style. She discusses various tools that faculty can used to assess their styles.

Pick a Bookmark Collection or Course ePortfolio to put this material in or scroll to the bottom to create a new Bookmark Collection

Name the Bookmark Collection to represent the materials you will add

Describe the Bookmark Collection so other MERLOT users will know what it contains and if it has value for their work or teaching. Other users can copy your Bookmark Collection to their own profile and modify it to save time

Edit the information about the material in this {0}

Submitting Bookmarks...

Select this link to open drop down to add material The impact of learning styles on course design and delivery. to your Bookmark Collection or Course ePortfolio

Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material The impact of learning styles on course design and delivery.

Select this link to open drop down to add material The impact of learning styles on course design and delivery. to your Bookmark Collection or Course ePortfolio

Ed discusses his experience with early semester evaluation of his course using student focus groups. The groups are formed...
see more

Ed discusses his experience with early semester evaluation of his course using student focus groups. The groups are formed and directed by professional assessment staff but are free to discuss any aspect of the course. Ed met with the assessment team to broadly define his needs and the type of feedback he was looking for but did not directly participate in the data gathering. The focus groups enabled Ed to get small group discussion and feedback in a large class setting. The classroom data collection was followed up with a one-on-one debriefing between the Ed and the assessment specialist where the analysis and report on the data were discussed. Potential strategies and changes were discussed but it was up to Ed what changes he made in the course. As a result of the review Ed was able to make minor changes in the course that eliminated some major frustrations for the students.Stony Brook University TLT website:https://tlt.stonybrook.edu/FacultyServices/IiE/Lists/Show%20List/DispForm.aspx?ID=24&Source=https%3A%2F%2Ftlt.stonybrook.edu%2FFacultyServices%2FIiE%2FLists%2FShow%2520List%2FSelect%2520Show.aspx

Pick a Bookmark Collection or Course ePortfolio to put this material in or scroll to the bottom to create a new Bookmark Collection

Name the Bookmark Collection to represent the materials you will add

Describe the Bookmark Collection so other MERLOT users will know what it contains and if it has value for their work or teaching. Other users can copy your Bookmark Collection to their own profile and modify it to save time

Edit the information about the material in this {0}

Submitting Bookmarks...

Select this link to open drop down to add material Using student focus groups to provide feedback on course design to your Bookmark Collection or Course ePortfolio

Select this link to close drop down of your Bookmark Collection or Course ePortfolio for material Using student focus groups to provide feedback on course design

Select this link to open drop down to add material Using student focus groups to provide feedback on course design to your Bookmark Collection or Course ePortfolio